Resource Library

Beaverton School District partnered with Education Northwest to identify which of the English language development (ELD) program models they use are most effective at improving English learner (EL) outcomes.

The Dual Language Learners Program Assessment (DLLPA) was developed as a self-assessment for Head Start, child care, and prekindergarten programs to determine the degree their systems and services enable the full participation of dual language learners and their families.

In this webinar, the author of a recent issue brief, Julie Sugarman, discusses the key features of EL instructional models. She is joined by experts who discuss state- and district-level approaches to supporting schools in implementing effective programs.

Schools in the United States are becoming more ethnically, racially, linguistically and economically diverse. It is projected that by 2050 the Hispanic population that speaks English as a second language in the United States will increase from 49.7 million to 132.8 million.

Recent calls for social justice to be a key aspect of principal preparation have been made, but content related to the efficacy of dual language education has been a neglected area of educational leadership research, coursework, and principal preparation standards.

For more than two decades, accommodations have served as the primary strategy for ensuring the valid participation of multilingual learners ( MLLs) in high-stakes summative assessments.

Despite the well-documented benefits of bilingualism, current educational practices in the United States reflect the deeply held belief that because the United States is an English speaking country, English should be the language of instruction.

Developing English for communicative purposes is a key objective of language classes in many parts of the world. As a logical prerequisite to communication practice, learners need to have Willingness to Communicate (WTC) before they will engage in L2 interaction (Macintyre et al., 1998).

This study examined the effectiveness of explicit instruction and feedback, focusing on degrees of prior knowledge of the personal a in intermediate level second language (L2) Spanish.

This Statistics in Brief describes the percentages of public schools that reported that they had teaching vacancies and subject areas with difficult-to-staff teaching positions in the 1999-2000, 2003-04, 2007-08, and 2011-12 school years.